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REVISED ANNUAL TEACHING PLAN 2021- 2023 (GRADE 5 - ENGLISH FAL - TERM 1)
GRADE 5 TERM 1
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES &
CONVENTIONS
Listens and retells a short story Reads a short story Writes a personal recount of events Spelling and punctuation
(Choose from contemporary realistic Text from the textbook or reader/s Uses the dictionary to check spelling
• Chooses appropriate content for the
fiction/traditional stories/personal or Teacher’s Resource File (TRF) topic and meanings of words
accounts/adventure/funny/fantasy/real • Pre-reading: predicting from title and • Selects from experience
life stories/historical fiction) pictures Builds on phonic knowledge to spell
• Stays on the topic words, e.g. builds word families based
Text from the textbook or Teacher’s • Uses reading strategies, e.g. • Frame used by struggling learners on how they sound or look.
Resource File (TRF) making predictions, uses phonic and
contextual clues • Uses appropriate grammar, spelling Builds on knowledge of sight words and
• Listens to a story and punctuation.
• Discusses new vocabulary from the high frequency words
read text • Uses vocabulary related to topic
• Retells events in correct sequence, Working with words and sentences
using simple past tense • Discusses the title, plot and where the
story takes place (setting) Creates/Uses a personal dictionary
• Names the characters correctly Understands and uses countable nouns
• Expresses simple opinion on the story • Labels pages with letters of alphabet (e.g. book – books)
WEEK • Uses a dictionary • Enters 5 words and meanings Revises ‘a’ and ‘the’ with nouns.
1–2 (drawing/sentence using the word/
Does comprehension activity on the explanation of word) Builds on use of personal pronouns
text (oral or written)
• Or continues to enter words into (e.g. I, you, it, us, them)
Practises reading dictionary created in Grade 4
Begins to use possessive pronouns
• Reads aloud with appropriate (e.g. mine, yours, his, hers, ours, theirs)
pronunciation, fluency, and
expression Uses regular and irregular forms of the
verb, e.g. walk, walked; run, ran
Builds on use of subject verb concord,
e.g. There is one book/There are two
books ...
Builds on understanding and use of
simple past
Standardised Baseline Assessment and Orientation to be conducted during the first 3 days of the term in Week 1 – Day 1 to 3. Data is captured so that competency is
determined and learning gaps identified. This information should be used to inform subsequent teaching and learning activities.
Vocabulary in context
GRADE 5 TERM 1
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES &
CONVENTIONS
Takes part in a class discussion to Reads information text with visuals, Writes a factual recount Spelling and punctuation
CURR give a factual recount on a familiar e.g. charts/tables/diagrams/ mindmaps/ • Selects appropriate content
topic maps/pictures/ graphs Spells familiar words correctly, using a
• Writes a title personal dictionary
ICU • Recounts a recent event Text from the textbook or reader/s or Revises capital letters, full stop and
• Sequences events correctly comma, colon and semi colon
LUM • Tells events in correct sequence Teacher’s Resource File (TRF) • Uses appropriate vocabulary
• Asks and answers simple questions • Pre-reading: read and discuss title Working with words and sentences
A on the topic and look at pictures/diagrams/maps • Uses appropriate grammar, spelling
ND and punctuation Uses connecting words to show addition
• Gives other learners a chance to • Uses reading strategies, e.g. skims
A • Corrects spelling using a dictionary (and) and sequence (then, before)
S speak for general idea, uses contextual
S and redrafts
E clues to find meaning Builds on understanding and use of
S • Listens to them and encourages their • Draws/completes and labels visuals,
S attempts to speak their additional • Identifies main facts simple present
ME WEEK language • Explains meaning of unfamiliar words e.g. charts/tables/ diagrams/
NT mindmaps/maps/plans/diagrams Builds on use of modals, e.g. ‘can’ to
3–4 • Code switches if necessary Selects important information show ability, ‘may’ to ask for permission
• Answers questions about the text
P
O • Includes relevant labels
LIC Practises Listening and Speaking Reads social texts, e.g. invitations Uses ‘must’ to show necessity
Y (Choose one for daily practice) • Explains main message Writes an sms/ email to accept or turn Uses adverbs of time (e.g. tomorrow,
S down an invitation
TA • Performs a short poem or rhyme • Identifies features of text yesterday) or frequency (often)
T • Chooses relevant content
E • Plays a simple language game • Discusses purpose of text Uses ‘will’ to indicate something that will
M • Organises information correctly
E • Gives and follows instructions / happen, e.g. There will be a storm today
NT directions • Uses a dictionary to find meaning of • Uses correct format, e.g. salutation,
new words
( date, etc. Vocabulary in context
C • Tells own news
A Practises reading
P Records words and their meanings Words taken from shared or individually
S
) • Reads aloud with appropriate
pronunciation, fluency, and in a personal dictionary read texts
expression • Writes sentences using the words or
explanations to show the meaning
FORMAL ASSESSMENT: TASK 1: ORAL
Read Aloud (20 marks)
Commence with this task in term 1 and conclude in term 2 when the mark will be recorded.
GRADE 5 TERM 1
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES &
CONVENTIONS
Listens and responds to a story Reads a story. Writes a simple story with a frame Spelling and punctuation
(Choose from contemporary realistic Text from the textbook or reader/s or (Narrative/ Descriptive) Spells familiar words correctly, using a
fiction/traditional stories/personal Teacher’s Resource File (TRF) • Writes at least four paragraphs personal dictionary
accounts/adventure/funny/fantasy/real
• Pre-reading: predicts from title and • Writes an appropriate opening Punctuates correctly: exclamation
life stories/historical fiction) pictures sentence mark, question mark and inverted
Text from the textbook or Teacher’s • Uses reading strategies, e.g. makes • Writes about events logically commas
Resource File (TRF) predictions, uses contextual clues to
find meaning, reads to find detail • Uses connecting words (and, but)
• Chooses from oral descriptions to Working with words and sentences
identify people in the story • Answers questions about the story • Uses some adjectives as
comparatives and superlatives Understands and uses uncountable
• Uses an oral description to identify nouns (e.g. chalk)
Practises reading • Writes an appropriate ending
people in the story Uses the gender forms of some nouns
• Reads aloud with appropriate
• Expresses feelings and opinions pronunciation, fluency, and (e.g. cow/bull)
about the story expression Records words and their meanings Uses different types of adjectives
WEEK including what things are made of, e.g.
5–6 • Answers oral questions about the Reflects on texts read during in a personal dictionary
story • Writes sentences using the words or woollen
independent/pair reading explanations to show the meaning, Builds on understanding and use of
Practises Listening and Speaking etc. comparative adjectives
(Choose one for daily practice) • Shares opinions on the book
• Performs a short poem or rhyme • Relates text to own life Uses question forms, e.g. who, what,
when, which, why, how
• Plays a simple language game • Expresses emotional responses to
texts read Understands and uses reported speech.
• Gives and follows instructions / Capital letters for proper nouns, for titles
directions
and initials of people
• Tells own news
Vocabulary in context
Words taken from shared or individually
read texts
FORMAL ASSESSMENT TASK 2: RESPONSE TO TEXTS (40 MARKS)
Literary/Non- literary text (15 marks)
Visual text (10 marks)
Language Structures and Conventions (15 marks)
Activities for this task do not have to be written in one session.
GRADE 5 TERM 1
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES &
CONVENTIONS
Listens and responds to a poem/song Reads poem Writes a simple poem with a frame Spelling
CURR Text from the textbook or Teacher’s Text from the textbook or reader/s or or rhyming sentences: Spells familiar words correctly, using a
Resource File (TRF) Teacher’s Resource File (TRF) • Repeats the same structure to create personal dictionary
ICU • Talks about the poem (what poem is • Discusses the topic and main ideas in a poetic rhythm and pattern
LUM about) the poem • Uses words which imitate their
sounds Working with words and sentences
• Relates to own experience • Discusses rhyme
A • Uses words beginning with the same Understands the possessive form
ND • Identifies rhyme and rhythm • Discusses words that begin with the sound. of the noun (e.g. Bongi’s eyes)
same sound
A
S • Gives personal response (likes/ Writes about poem
S • Discusses words that imitate their Uses apostrophes for showing
E dislikes about the poem
S sound • Explains what the poem is about possession
S
ME • Discusses comparisons, e.g. ‘He • Expresses feelings about the poem Begins to use irregular forms of some
NT WEEK sings like a bird.’; ‘She is a star.’
Records words and their meanings verbs, e.g. run, ran
P 7–8 • Answers questions about the poem in a personal dictionary
O (oral or written)
LIC • Writes sentences using the words or Vocabulary in context
Y explanations to show the meaning,
S Reflects on texts read during etc. Words taken from shared or individually
TA independent/pair reading read texts
T
E • Compares books/stories/texts read
M
E
NT
(
C
A
P
S
)
FORMAL ASSESSMENT TASK 3: WRITING
Essay (20 marks)
Narrative or Descriptive
During the term
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